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CLASSROOM ASSESSMENT LITERACY AND PRACTICES OF TEACHER EDUCATORS IN PAKISTAN

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07 Pages : 45-51

http://dx.doi.org/10.31703/gssr.2019(IV-IV).07      10.31703/gssr.2019(IV-IV).07      Published : Dec 2019

Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan

Abstract

    Literacy practices focus classroom assessment skills and knowledge. This study investigated the correlation of classroom assessment literacy and practices of teacher educators in Pakistan. Teacher educators of Punjab and Khyber Pakhtunkhwa, Teacher education institutions were investigated through Assessment Literacy Test (ALT), Classroom Assessment Practices Questionnaire (CAPQ) following quantitative correlational research design. The results reflected moderate level assessment literacy of teacher educators in Pakistan and found them practice traditional assessment practices. Furthermore, majority of teacher educators were found to have less knowledge and skills in designing and selecting appropriate assessment tools and that most of the classroom assessment practices were limited to paper-pencil tests. Teacher training with mutual consultation of Learning and Innovation Division (LID) of Higher Education Commission (HEC), the establishment of National Assessment Wing under the Umbrella of National Curriculum Wing and support from ICT supported devices/software, online resources were recommended.

    (1) Farooq Nawaz Khan
    Assistant Professor,Center for Education & Staff Training, University of Swat, KP, Pakistan.
    (2) Sajjad Hussain
    Lecturer,Center for Education & Staff Training, University of Swat, KP, Pakistan.
    (3) Maryam Imad
    Lecturer,Center for Education & Staff Training, University of Swat, KP, Pakistan.
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Cite this article

APA

    APA : Khan, F. N., Hussain, S., & Imad, M. (2019). Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan. Global Social Sciences Review, IV(IV), 45-51. https://doi.org/10.31703/gssr.2019(IV-IV).07

CHICAGO

    CHICAGO : Khan, Farooq Nawaz, Sajjad Hussain, and Maryam Imad. 2019. "Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan." Global Social Sciences Review, IV (IV): 45-51 doi: 10.31703/gssr.2019(IV-IV).07

HARVARD

    HARVARD : KHAN, F. N., HUSSAIN, S. & IMAD, M. 2019. Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan. Global Social Sciences Review, IV, 45-51.

MHRA

    MHRA : Khan, Farooq Nawaz, Sajjad Hussain, and Maryam Imad. 2019. "Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan." Global Social Sciences Review, IV: 45-51

MLA

    MLA : Khan, Farooq Nawaz, Sajjad Hussain, and Maryam Imad. "Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan." Global Social Sciences Review, IV.IV (2019): 45-51 Print.

OXFORD

    OXFORD : Khan, Farooq Nawaz, Hussain, Sajjad, and Imad, Maryam (2019), "Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan", Global Social Sciences Review, IV (IV), 45-51

TURABIAN

    TURABIAN : Khan, Farooq Nawaz, Sajjad Hussain, and Maryam Imad. "Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan." Global Social Sciences Review IV, no. IV (2019): 45-51. https://doi.org/10.31703/gssr.2019(IV-IV).07